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The goal of this article is to contribute to understanding the interplay between students' disciplinary engagement and their identity construction. The term appropriation, borrowed from scholars in linguistics and education, was chosen to capture this broader sense of productive learning that sits at the nexus of disciplinary engagement and identity. Appropriation implies deep conceptual understanding, but it also involves a reflexive process of transforming scientific discourse in a way that is authentic and personal. The core aim of this article is to turn the term appropriation into a theoretical construct by means of an analytic process of defining, operationalizing, and testing the definition against student interview and classroom data. Five discourse markers for operationalizing appropriation were discovered through this process. Appropriation, in our study, implies students’ discourse is (A) an expression of a personal “signature“ idea, (B) grounded in the discipline, (C) thick, in that it involves a metacognitive and epistemological dimension, (D) non-incidental, in the sense of being consistently used throughout classroom activities, and (E) a carrier of social relationships, in that it positions the student within classroom. The study is grounded in an extended intervention on thermodynamics in an Italian secondary school class (grade 12). 相似文献
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Karen M. La Paro Catherine Scott-Little Anurika Ejimofor Teressa Sumrall Victoria L. Kintner-Duffy Robert C. Pianta 《Journal of Early Childhood Teacher Education》2013,34(4):318-336
Recent surveys have provided some guidance and recommendations for the student teaching component in early childhood teacher preparation, but specific information on the focus of supervision and evaluation of student teachers is limited. The current study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education across seven states. The study collected data in areas such as which students receive feedback, how students are supervised and evaluated, and what types of assessment tools contribute to the evaluation. Results indicate that across 2- and 4-year institutions, language and literacy are a strong focus of feedback for student teachers, as well as child development, planning, and adult–child interactions. Student teachers are typically supervised through on-site visits that range in number and length fairly dramatically across 2- and 4-year institutions. Finally, the use of specific tools for evaluation varies across programs; about a quarter of programs surveyed use a published tool to evaluate student teachers. The majority of programs use an evaluation tool that is based on local, state, or national standards. Findings are discussed in terms of early childhood teacher preparation programs and the continuing discussions of recommendations for student teaching. 相似文献
135.
Mariana Souto-Manning Detra Price-Dennis 《Journal of Early Childhood Teacher Education》2013,34(4):304-321
Given the prevalence of popular media in the lives of young children today, early childhood teacher education stands to benefit from fostering critical media literacy practices. Through the use of critical media literary practices, early childhood teacher educators can facilitate a process whereby preservice teachers learn how to critically reposition cartoons and other media texts, transforming them into tools for more equitable teaching. Offering a situated representation of this phenomenon, this article features a semester-long qualitative study in which a teacher educator engaged preservice teacher educators in critically reading the texts and contexts of media, while simultaneously discussing inequities in education and society. Findings indicate that such media texts can serve as codifications of generative themes whereby preservice teachers can start acknowledging and addressing issues of inequity. Implications point toward the power and possibilities of early childhood teacher educators engaging preservice teachers in making curricula more accessible and equitable by repositioning popular culture media texts in early childhood classrooms. 相似文献
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Mariana Lapidus Maria D. Kostka-Rokosz Lana Dvorkin-Camiel 《Medical reference services quarterly》2013,32(4):351-362
Pharmacy schools across the United States expose students to literature searching and evaluation mostly during required didactic drug information courses. The majority of Doctor of Pharmacy (PharmD) students do not utilize library-available electronic resources on a regular basis, and their didactic experience alone is not sufficient to make them successful in their advanced experiential drug information (DI) rotations. This pilot study demonstrates an improvement of students' perceptions regarding information searching and evaluating abilities as the result of their participation in a small group tutorial with a reference librarian, thus indicating effectiveness of the tutorial in refreshing and enhancing database knowledge skills. 相似文献
138.
Daniel H. Ashmead Michael E. McCarty Linda S. Lucas Mariana C. Belvedere 《Child development》1993,64(4):1111-1127
This experiment evaluated the role of visual input about the location of a target object and the location of the hand in reaching by infants and adults. 5- and 9-month-old infants were presented with illuminated toys to reach for in a dark room. On no-switch trials, the toy remained illuminated throughout the infant's reach, whereas on switch trials the first-lit toy was replaced during the reach by a second-lit toy at a different position. On approximately half of the trials of each type a luminescent marker was attached to the reaching hand. Adult subjects (tested without the hand marker) fully compensated to the second-lit toy on switch trials, during a second reaching segment. On switch trials, 9-month-olds partially adjusted to the second-lit toy when wearing the hand marker and did not adjust without it. On no-switch trials, 9-month-olds reached just as accurately with or without the hand marker. 5-month-olds were generally inaccurate in their reaching and were unaffected by the presence or absence of the hand marker. The findings suggest that during the development of reaching there is an increase in visual guidance during the approach phase of reaches. 相似文献
139.
This study analyzes the influence of local labor market conditions on the year-to-year persistence and attainment decisions
of a sample of traditional-aged students who attended community colleges during the 1990s. The findings suggest that the enrollment
and attainment decisions of these first-time community college students were not made purely as a response to changes in tuition
costs, but rather the result of a more interconnected process whereby changes in tuition, local labor market conditions, and
the relative change in both are considered. For those who are sensitive to these relative costs, the likelihood of dropping
out is increased. Of those who remained enrolled, the evidence suggests that an increase in tuition appears to provide an
incentive or extra motivation to finish a degree, especially an associate’s degree. This finding does not support the raising
of in-state tuition to improve student outcomes; rather it draws attention to the complexity involved in student persistence
and attainment decision-making. 相似文献
140.